课题Unit 6 Whose gloves?
五里小学
丁洁
课型：New 教学目标：
1.认知目标： 能四会单词big, small, long, short, gloves, jeans及词组a pair of…
能听懂会说句子The…is/ are too… Try this one/ this pair on.Whose…is this/ are they? It’s/ They’re…
2.能力目标： 能在一定的情景下，正确使用 Whose…is this/ are they? It’s/ They’re…进行交谈
能理解人名后加上’s的含义
3.情感目标： 通过学习，告诉学生生活是美好的，要懂得享受生活 教学重点、难点：
重点： 能四会单词big, small, long, short, gloves, jeans及词组a pair of…
能听懂会说句子The…is/ are too… Try this one/ this pair on.Whose…is this/ are they? It’s/ They’re…
难点： 能在一定的情景下，正确使用 Whose…is this/ are they? It’s/ They’re…进行交谈 教学方法与手段：
课件制作
准备板书贴板
AB卡
练习纸 教学过程：
Step 1 Warm up 1.Greetings
T: Cla begins!
Ss: Stand up.
T: Nice to meet you, boys and girls.Ss: Nice to meet you, too.T: Sit down, please.
设计意图：师生之间的问候拉近了师生关系，让学生紧张的心情得到了放松。 2.Chant
T: Boys and girls, today, I’m very happy, because tonight I will take part in a dreing party.And I have prepared some clothes for this party.Please look at the screen, what are they? Now, chant with me like this: Blouse, blouse, it’s a blouse.Can you?
Ss: Yes!
T: Now, let’s chant! Ss: Coat, coat, it’s a coat.Dre, dre, it’s a dre.Jacket, jacket, it’s a jacket...
设计意图：通过节奏感强的chant形式，复习巩固学生已学的服装类的单词，同时，chant也带动了课堂学习气氛。
Step 2 Presentation and practice 1.Teach “gloves, jeans, whose”
T: Boys and girls, my friends Helen, Su Hai, Su Yang and Yang Ling are also going to the party, and they also prepared some clothes.Let’s look. Ss: Look at the pictures
T: (指向第一幅图) What?
Ss: Skirt.
T: (指向第二幅图) What?
Ss: ….T: Let me tell you.Gloves! (教学)
Ss: Learn to say “gloves”
T: OK.Now, who can make phrases with gloves? For example, my gloves.Who can?
Ss: Think and make phrases with gloves
T: I have another answer.Look! A pair of gloves.(教学a pair of)
T: 同法引出jeans教学，并扩词引出a pair of jeans
设计意图：通过朋友也要参加舞会，来引出新单词的教学，学生比较容易接受。在新单词的教学过程中，运用扩词的方式引出词组的教学，比较自然，同时也发散了学生的思维。
T: Here are some clothes.Do you know whose are they? Whose? (教学)
Ss: Listen to the teacher and learn to say “whose”
T: Now, let’s make phrases with whose.(教师移动图片，学生说) Ss: Whose skirt/ gloves…
(移到手套时，whose gloves引出本课课题的教学)
T: (将学生的文具举起，引导其他学生说whose ruler/ rubber…)
Ss: Whose ruler/ rubber…
设计意图：通过扩词的形式，让学生掌握单词whose的用法，体会其中的含义。
2.Teach “Whose… is this/ are they? It’s/ They’re…”
T: Now, please listen and find out the question: Whose are they? Please take out your exercise papers, when you listen to the tape, please do the matching exercise.
Ss: Listen to the tape and do the matching exercise
T: Now, let’s check the answers.Whose skirt is this? (教学)
S1: It’s Helen’s.T: Whose gloves are they? (教学)
S2: They are Su Hai’s.
(三四两幅图口头核对答案后，呈现对话框架，供学生同桌操练)
T: Now please work in pairs to make dialogues. Ss: Work in pairs to make dialogues.设计意图：通过听力的形式，不但帮助学生提高了听力能力，还引出了句型的教学。 3.Do exercise
T: I want to find if you have already mastered the knowledge.So please look at the screen and finish the exercise.Work in pairs.
Ss: Work in pairs.
T: Ask two pairs to read and choose, check the answers with the whole cla.
设计意图：通过练习，帮助学生搞清单复数的句型运用。 4.Teach “so”
T: Boys and girls, my friends have dreed themselves up.Look!
Ss: (Laugh) T: Why are you laughing? I know, because they look so funny.(教学)
* Learning tip: so的解释
5.Teach “It’s/ They’re too… Try this one/ this pair on.”
1) T: Since they look so funny.Let’s try to make them more beautiful.Can you? Let’s try! Look at Su Hai’s dre, it’s too small.(教学too small) Now, listen! Su Hai, try this one on! Try this one on! (教学) Ss: Learn to say “too small, try on, try this one on”
2) T: Look at Su Yang’s gloves.They’re too big.(教学too big) Now, Listen! Su Yang, try this pair on.Try this pair on.(教学)
Ss: Learn to say “too big, try this pair on”
3) T: Ask Ss to work in pairs to practice the last two pictures * Learning tip: try this one/ this pair的解释 Ss: Work in pairs to practice the pictures
设计意图：通过直观的图片，让学生理解新知，并运用人机对话的形式，让学生学习新句型，过度自然，学生容易接受。 6.Find mistakes
T: Understand? Now let me check.I want you to be judgers.If you think A is wrong, put up A with your left hand.If you think B is wrong, Put up B with your right hand.If you think both A and B are wrong, put up A and B with your two hands.Understand? Ss: Listen to the teacher and get prepared to be judgers.
设计意图：通过小小裁判官的练习，帮助学生巩固新学的内容，检测学生是否理解，让学生扎实掌握，同时，通过举牌的形式，调动了课堂学习气氛。
Step 3 Learn to say 1.Watch a cartoon
T: Since you are so good judgers.I want to
praise you.I have a cartoon for you.Please watch and think about the question: How? How about their clothes?
Ss: Watch the cartoon and think about the question
设计意图：通过观看卡通，让学生初步感知课文内容，为课文的深入学习打下基础。
2.Read and match 1) T: Now, let’s solve the question.I know it is a little difficult for you.So please open your books to find the answers.Read the text by yourselves quickly and underline the key words, phrases or sentences.
Ss: Read the text by themselves quickly and find the answers.
设计意图：通过学生自己的快速阅读，提高学生的阅读能力，同时，提高学生自己解决问题的能力。
2) T: Now, let’s check.Look at her dre.
(板贴人物图片) How?
S1: It’s too small.T: (板贴句子It’s too small)
T: (同法讨论其他几个人物的服装，同时板贴) 3.Listen and choose
T: Her skirt is too short, and her gloves are too big.Whose? Whose gloves are they? Whose skirt is this? Please listen and choose.Ss: Listen and think about the questions T: Now, look at the two questions.Please choose the right answers.
(学生作答时，板书选项中的句子)
设计意图：通过听课文后半部分的内容，帮助学生提高听力能力，解决教师所提的问题，使学生更好的理解并掌握课文内容。 4.Retell
T: Now, everybody pay attention.Please say with me together.
Look at her dre, it’s too small.Look at her jeans, the jeans are too long.Look at her gloves, they’re so big, they’re Su Hai’s father’s.Look at her skirt, it’s too short.It’s Yang Ling’s.
Ss: Look at the pictures and sentences on the blackboard, retell the text with the teacher.
设计意图：通过板书复述课文的大致内容，能帮助学生理清课文的主旨。 5.Read the text 1) Read the text after the teacher sentence by sentence 2) Read together 6.Read and complete
T: Since you have read the text, I want to know if you have mastered the text.Please take out you exercise papers and finish Task Two.
Ss: Read and complete.设计意图：通过练习，帮助学生初步感知本课所要求的四会单词的书写，同时，让学生进一步了解课文。
Step 4 Consolidation 1.T: Amy and her friend want to join in the Dreing Party.Can you help them? Have a try!
T: First, let’s look at Amy, who can help me to dre up Amy?
T: OK, *** please.You are A, and I’m B.Let’s begin!
S1: Look at her hat.
T: It’s too big.Try this one on.
S1: OK.
T: The shoes are too big.Try this pair on.
S1: All right.
T: Oh, she looks so pretty.2.T: Now, let’s look at Amy’s friend.Please work in pairs to dre him up.
Ss: Work in pairs to dre up Amy’s friend.
设计意图：通过同桌操练，帮助学生学会运用本课所学的主要单词及句型，让学生做到学以致用。
3.T: Now, everybody is prepared.Do you want to go to the party with me? Ss: Yes! T: OK.First we should dre ourselves up.Please do as I do.T: (边chant 边做动作) Jeans, jeans, put on the jeans; Dre, dre, put on the dre; Gloves, gloves, put on the gloves; Hat, hat, put on the hat!
T: Can you?
Ss: Yes! T: OK.Let’s do together.
(最后戴上帽子)
Ss: Chant with T
设计意图：一个小小的chant, 既呼应了课堂一开始的chant, 又缓解了学生一节课学习的疲惫情绪。 T: Am I beautiful?
Ss: Yes! 4.T: Listen! The music is up.The party has begun.Let’s go and dance together!
(播放兔子舞音乐) Ss: Sing and dance.T: Boys and girls, are you happy today?
Ss: Yes! T: OK, don’t forget to enjoy our life! Read after me, enjoy our life! Ss: Enjoy our life!
Step 5 Aignment 1.Cla work:
Copy them three times: too small, too long, so big, too short, a pair of, try on 2.Homework:
1) Talk to your partners about your own clothes 2) Listen to the tape and read Part A after it, then try to act it out.设计意图：作业的布置注重口头与笔头的结合，不但帮助学生提高听说英语的能力，还帮助学生在课后复习巩固本课所学。
板书设计：
Unit 6 Whose gloves? 人物图片
It’s too small.
The jeans are too long.人物图片
They’re so big.
They’re Su Hai’s father’s 人物图片
It’s too short.
It’s Yang Ling’s.
设计意图：板书的设计图文结合，学生可以很清晰的看出课文内容，将课文简单化，学生更易掌握。
